Using a qualitative, multiple case study research approach, the personal stories of eight K-12 educators who retired within the past six years were gathered and analyzed. The goal of the study was to understand how educators struggle, or do not struggle, with the life changing event of bringing closure to a career after spending decades in the classroom.
Upon analysis of the data, three key themes were identified:
1. The individuals had control over the timing of their retirement; all participants knew it was the right time to make the transition out of the classroom.
2. Each person is happy with both the choices they made in the retirement process, and with the life they now lead.
3. While the length of time and degree of involvement differed, each person wanted to remain connected to their school and colleagues once the decision was made to retire.
The study revealed some of the struggles and joys the individuals experienced during their transition out of the classroom environment. From increased freedom to choose what to do on the spur of the moment, to being able to help elderly parents struggling with health problems, the participants in this study were busy on a day-to-day basis and had established a new balance and flow to their life.
Advisors/Committee Members: Ronald Williamson, Ed.D., Chair, Diane Fox, Ed.D., Theresa Saunders, Ed.D..

Recent charter school closures in a Southeastern Michigan community have created an influx of displaced students from communities where families are not provided systematic support to make the unexpected transition. The study utilized focus group and individual interviews to collect data from high school students who have experienced their charter high school closing and have transitioned into a single charter high school. Data analyses were done concurrently with data collection, and the first- and second-level codes were presented in matrix displays. Four themes emerged from the interviews of these participants. These themes were: sense of belonging, fear of the unknown, being powerless, and student voice. Through the completion of the study, the researcher was able to contribute to the understanding of the experience of displaced high school students as they transitioned to their new school. This study contributed to the current literature of educational leadership with recommendations to support displaced students in making a transition, whether due to school closure or other circumstances.
Advisors/Committee Members: Ella M. Burton, EdD,, Diane Parfitt, PhD,, Theresa Saunders, EdD.